Sequoia Union High School District · 2018-08-30 · 2 1. plan background criteria 2 1a.overview of the lea 2 1b.technology master plan committee 4 1c.relevant research 5 2. curriculum

Sequoia Union High School District

Technology Master Plan July 1, 2016 - June 30, 2019

Presented to the SUHSD Board of Trustees September 14, 2016

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1.PLANBACKGROUNDCRITERIA 21A.OVERVIEWOFTHELEA 21B.TECHNOLOGYMASTERPLANCOMMITTEE 41C.RELEVANTRESEARCH 5

2.CURRICULUMCOMPONENTCRITERIA 62A.TEACHERACCESSTOINSTRUCTIONALTECHNOLOGY 62B.STUDENTCURRENTACCESSTOINSTRUCTIONALTECHNOLOGYANDDIGITAL 62C.GOALSANDIMPLEMENTATION 72D.STUDENTACQUISITIONTECHNOLOGYSKILLSANDINFORMATIONLITERACYSKILLSNEEDEDFORCOLLEGEANDCAREERREADINESS 92E.ASSURANCEOFINTERNETSAFETYANDETHICALUSEOFTECHNOLOGY 9

3.PROFESSIONALDEVELOPMENTCOMPONENTCRITERIA 103A.TEACHERS’ANDADMINISTRATORS'CURRENTTECHNOLOGYPROFICIENCY 103B.PROFESSIONALDEVELOPMENTOPPORTUNITIES 10

4.INFRASTRUCTURE,HARDWARE,TECHNICALSUPPORT,SOFTWARE,ANDASSETMANAGEMENTCOMPONENTCRITERIA 104A.EXISTINGRESOURCESUSEDTOSUPPORTTHECURRICULUMANDPROFESSIONALDEVELOPMENTCOMPONENTSOFTHEPLAN. 104B.INFRASTRUCTUREANDELECTRONICRESOURCESTHATENSUREGOALSAREREACHED 12

5.MONITORINGANDEVALUATIONCOMPONENTCRITERIA 135A.EVALUATINGTHETECHNOLOGYPLAN'SOVERALLPROGRESSANDIMPACTONTEACHINGANDLEARNING.135B.EVALUATIONSCHEDULE/INFORMINGALLSTAKEHOLDERS 14

APPENDIX: BRIGHTBYTES REPORTS FROM JANUARY 2016 DATA COLLECTION

6. 21ST CENTURY LEARNING REPORT 15-19 7. CURRICULUM 20-24 8. PROFESSIONAL DEVELOPMENT 25-29 9. INFRASTRUCTURE AT SCHOOL 30-34 10. INFRASTRUCTURE AT HOME 35-39 11. TECHNOLOGY SUPPORT 40-44 12. SUPERVISORY 45-49

1.PLANBACKGROUNDCRITERIA

1a.OverviewoftheLEA TheSequoiaUnionHighSchoolDistrict(SUHSD)annuallyservesover8,0009thto12thgradestudentsthroughitsfourdistinguishedcomprehensivehighschools,model

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continuationhighschool,MiddleCollege(incollaborationwithCañadaCollege),andindependentstudyprogram;inadditiontoapproximately1,200studentsinfourcharterschools.TheSUHSDservesthecommunitiesofAtherton,Belmont,EastPaloAlto,MenloPark,PortolaValley,RedwoodCity,RedwoodShores,SanCarlos,andWoodside.TheDistrictalsoprovidesanAdultSchoolbasedinRedwoodCitythatservesapproximately2,000studentsannually.TheDistrictservesaverydiversestudentpopulation,asreflectedinthefollowingdemographicfigures(asof5/13/15):

TotalEnrollment(excludingcharterschools):8,538;Latino:3,837(45%);White:3,086(36%);Asian:710(8%);AfricanAmerican:222(3%);PacificIslander:221(3%);NativeAmerican:28(0.3%);EnglishLearners(EL):1,279(15%);RFEP:1,824(21%);TitleI:2,997(35%);Eligibleforfreeorreduced-pricemeals(FRPM):2,880(34%);MigrantEducationProgram(MEP):99(1%);Studentsw/disabilities(SWD):1019(12%);FosterYouth(FY):24(0.3%);StudentsinTransitionalHousing(Homeless):9(0.1%).

TheSUHSDisaBasicAiddistrict,andassuch,theLocalControlFundingFormula(LCFF)playsoutdifferentlythaninrevenuelimitdistricts.Specifically,thecalculatedpercentageofLCFFfundsfortheDistrictisconsiderablylessthanthosereceivedbyrevenuelimitdistricts.Forthe2014/15LCAP,theSUHSDbaseditscalculatedSupplemental&ConcentrationGrantfundingandMinimumProportionalityPercentage(MPP)onthe2012/13EIAallocation($769,933).Therefore,usingtheFCMATLCFFcalculator,the2014/15calculatedSupplemental&ConcentrationGrantfundingis$2,419,050andtheMPPis3.72%.ThedistinctionbetweenthebudgetamountsreflectedintheSUHSDLCAPversusthoseofrevenuelimitdistrictsisnoteworthybecause,unlikerevenuelimitdistrictswhoseLCAPbudgetandactivitieswillreflectasignificantpercentoftheirtotaldistrictbudget,theSUHSDLCAPwillreflectonlyasmallpercentoftheDistrict’sbudgetandactivities.Inotherwords,theSUHSDprovidessignificantlymoreservicesandactivitiesthanwhatiscontainedinthisLCAP.

Themajorityoffundingfortechnologymeasurescomesfromthegeneralfund.However,withthepassageofbonds,(mostrecentlyMeasuresJandA),SUHSDhasbeenabletokeeptheinfrastructureandhardwareuptodateacrossthedistrictwhileprovidingstate-of-the-artservicessuchaswirelessaccessthroughoutallofourcampuses.ThedistricthasaDirectorofInstructionalTechnology,InstructionalTechnologySpecialist(teacheronspecialassignment),Voice/DataManager,InformationServicesManager,andWebServicesManager.Theseindividualsaresupportedbysevenfull-timeTechnologyMaintenance/InformationServicesSpecialistsaswellasadepartmentsecretary.Eachschoolsiteisstaffedwithafull-timeSiteTechnologyManager.

Duringthe2014-2015schoolyear,SUHSDmigratedtoGoogleAppsforEducation,thusincreasingtheabilitytostreamlineservicesandcreatecollaborativesituationsinandoutoftheclassroom.

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Thedistrict’swebsitecanbefoundatwww.seq.org

1b.TechnologyMasterPlanCommittee TheSUHSDTechnologyMasterPlanteamconsistsofavarietyofstakeholders,rangingfromdistrictandsitemanagementtoclassroomteachers,schoollibrarians,communitymembers,boardmembers,students,andclassifiedstaff.

Name Role/Title SchoolSite(ifapplicable)

Barret,Clint ManagerofVoice&DataServices District

Beers,Diana Librarian Menlo-Atherton

Bugos,Claire Student(graduated) Sequoia

Burkle,Tiffany Teacher Sequoia

Calles,Julio Teacher/TechCoordinator Sequoia

Canning,Ben Teacher Sequoia

Choe,Susie Teacher Menlo-Atherton

Crame,Ralph Principal(andParent) Carlmont

Darmanin,Brooke Teacher Woodside

deMaine,Lionel ChiefOperatingOfficer SequoiaAdultSchool

Dodge,Cameron Teacher Sequoia

Duval,David TechCoordinator EastPaloAltoAcademy

Emrick,Lynn Teacher Woodside

Engberg,Josh Teacher/TechCoordinator Carlmont

Escatel-Sanchez,Victor Student Menlo-Atherton

Ettlin,Eric Teacher Woodside

Fewins,Kristen Teacher Carlmont

Fishtrom,Robert DirectorofInstructionalTechnology District

Giambruno,John Teacher Menlo-Atherton

Gibbs,Julie Parent Woodside

Gibbs,Keaton Student(graduated) Woodside

Gibbs,Valerie Teacher Redwood

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Hansen,Bonnie AsstSupt,EducationalServices District

Hero,Melissa InstructionalTechnologySpecialist District

Jang,Nadir Student(graduated) Woodside

Kauffmann,Raphael Teacher Woodside

Ken,Anne Librarian Woodside

Kuliga,Michael AdministrativeVicePrincipal Sequoia

Laine,Alice Librarian Carlmont

Lippi,Steven InstructionalVicePrincipal Menlo-Atherton

Martinez,Marti PurchasingAgent District

Navas,Enrique AssistantSuperintendent,AdministrativeServices District

O'Reilly,Evan Teacher/TechCoordinator Redwood

Rodriguez,Miguel Principal Redwood

Sarver,Alan Member,BoardofTrustees District

Schuster,Carolyn FormerDirectorofPurchasing District

Sidley,Gwen Teacher Woodside

Slater,Thomas SiteTechnician Woodside

Stout,Kristin DirectorofProfessionalDevelopment District

Thomsen,Chris Member,BoardofTrustees District

1c.RelevantResearch Thedistricthasmanyplansforcurricularandprofessionaldevelopment.InitiativessuchasDirectInteractiveInstruction(DII)andCommonCoreStateStandardsimplementationhavebeenhighprioritiesasoflate.Aswelookatprofessionaldevelopmentrelatedtotechnology,wewillbefocusingontheSAMRmodel(Substitution-Augmentation-Modification-Redefinition)andcontinuetoworkonseamlesslyintegratingtechnologyintocurriculum.Withtheemphasisontechnologyskillswithinthecommoncore,weareinagreatpositiontoprovidethenecessaryprofessionaldevelopmentthatwillhelpteachersunderstandthattechnologyisnotastand-aloneentity;itisatoolthatprovidesdeeperunderstanding,engagement,andpersonalization.

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2.CURRICULUMCOMPONENTCRITERIA

2a.TeacherAccesstoInstructionalTechnology SUHSDteachershaveawidearrayoftechnologyavailabletothem.Eachofourclassroomsisequippedwithateacherworkstation,documentcamera,projectionsystem,mediaplayer,wirelessaccess,andmobile(portable)devices.Onthesoftwareside,teachersregularlyuseGoogleAppsforEducation,theMicrosoftOfficesuite,SMARTnotebook,aswellasspecialtysoftwarebycontentarea(forexample,VerniersoftwareinScience,Geometer'sSketchpad,web2.0appsbycontent,GALE&CengageResources,andTurnItIn.com-moreofaservicethansoftware).HardwareandsoftwarearebeingusedregularlyviaGoogleAppsforEducation,interactivewhiteboards,andavarietyofresourcesforlessonplanning.Teachersregularlyusetechnologytoaccessinstructionalmaterialsthatarenotnecessarilyavailableintheclassroom;thepresenceofaconsistentinternetconnectionallowsteacherstoexpandtheboundariesoftheclassroomthroughcollaborationwithotherschoolsandteachers.Administratorsregularlyusetechnologytostreamlineprocessesforevaluation,broadcastingnews(viaSchoolLoop,schoolwebsites,TwitterandFacebookaccounts),parentcommunication,andcollaboration.Technologyisusedtoprovidepowerfullearningopportunities.Forexample,specialtyequipment(iPads)andsoftwareareregularlyusedwithstudentswhohavelearningdifferences.Eachclassroomhasinternetandwifiaccess;teachersusetoolssuchasWeVideoandPreziforcollaborative,project-basedlearning.ThereisalsoawidevarietyofsoftwareandequipmentavailableforourEnglishLearnerpopulation,aswellasstudentsreadingbelowgradelevel(System44andREAD180).DataismademorereadilyavailabletostaffmembersthroughcustomreportsavailableinInfiniteCampus,ourstudentinformationsystem,aswellas"Tracker"availableinSchoolLoop,ourcommunicationmanagementsystem.TeachersarealsousingtechnologyforassessmentneedsbyusingresourcessuchasSocrative,Kahoot,GoogleForms,Edmodo.Usingtheseresourcesalignswiththedistrict'sDirectInteractiveInstructioninitiative,asstudentsformativeassessmentplaysakeyrole.DuringtheFallof2016,weareintroducinganewdatamanagementtool,SchoolCity,whichisreplacingDataDirector.Supportclasses,AVIDprograms,Academies,Compass,andAspirationAdvocatesalluseSchoolLooptrackersandInfiniteCampusreportstotrackstudentprogress.

2b.StudentCurrentAccesstoInstructionalTechnologyandDigital TechnologyisregularlyavailabletoallstudentsintheSequoiaUnionHighSchoolDistrict.WiththeimplementationofwirelessaccesspointsthroughoutourcampusesandaBringYourOwnDevicepolicy,studentshavetheabilitytousetheirpersonaldeviceswhileatschool.Forthesocioeconomicallydisadvantagedpopulation,technologysuchas

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Chromebooksareavailablethroughoutcampuses-inclassrooms,schoollibraries,andvariouscomputerlabs.

Therearevariablesthatmakeequalaccessachallenge.Suchvariablesinclude:

1. Teachercomfortlevelusingtechnology

2. Personaldevices(somehave,somedon't)

3. Accesstotechnologyoncampus(oftenawaitinglisttocheckoutitems)

4. Time

5. Studenttechnologyaptitude

Inordertocombatthechallengesabove,professionaldevelopmentforstaffwillcontinueandmoredeviceswillcontinuetobemadeavailable.

Studentshaveaccesstointernet,wordprocessing,andotherclassspecificprograms.EverystudenthasagoogleappsaccountwithDriveStorageandaccesstotheentireGooglesuite.SchoolLoopisavailableandusedby90%oftheteachers,andstudentsareproficientatcheckinggrades,andassignments.Wenowhaveane-booklibraryavailabletoallsites,withover1,000booksandgrowing.Demandoftenexceedsavailabletechnology.

Librarylabs,technologylabsandotherareregularlyopenbeforeschool,atlunch,andafterschool.Otherresources,suchaspubliclibraries,BoysandGirlsClubs,OICW,andothercommunitypartnershavetechnologyresourcesregularlyavailabletoSUHSDstudents.

Technologyisusedtoextendtheschooldayforstudentsandmakelearningresourcesavailableduringafter-schoolhoursinavarietyofways.AllmajorassignmentsarepostedandmadeavailableviaSchoolLoop.Approximately10%ofourteacherspostdemovideosoflecturesor"fliptheirclassroom."StudentsincreditrecoverycanaccessAPEXandCyberHighresourcesoffcampusasneeded.

Inordertoprovidemorepowerfullearningopportunitiesformorestudents,thedistrictcontinuestoprovidequality,meaningfulprofessionaldevelopmentforstaffthathelpteachersincorporatetechnologytoolsinexistingcurriculum.ThestronginfrastructureSUHSDhasestablishedandaccesstotechnologyresourcesarehelpingleveltheplayingfieldforallstudents.

2c.GoalsandImplementation

TheSUHSDtechnologygoalsmirrorthoseoftheoveralldistrict:engagingandpreparingstudentstoexcelinaglobalsociety.StudentshaveaccesstomoretechnologyandinformationthaneverbeforeinthehistoryofAmericanEducation.Assuch,professionaldevelopmentopportunitiesforteachersincludetheintegrationofinstructionaltechnologiesintoexistingandnewcurriculum.Teachersregularlysharebestpractices;eachschoolhasa"technologycoordinator,"ateacherwhoisaffordeda.2releasetoassist

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teacherswithinstructionaltechnologymatters;thispersonalsorepresentshis/herschoolmonthlyattheTechnologyIntegrationCouncilmeetings.

Theuseofprograms,suchasSystem44,Read180,andMath180suggestthattheSequoiaUnionHighSchoolDistrictusestechnologyregularlyforschool(anddistrict)improvementefforts.Additionally,SUHSDusesbothAPEXLearningandCyberHighinordertoprovidestudentscreditrecoveryopportunities.MostcourseswithinbothplatformsareUCA-Gapproved.

Otherresources,suchasCengage/GaleprovidecontentareateacherstechnologyresourcesthatareCommonCoreStateStandards;manyoftheseareprimarysourceitemsthatmakelearning"hands-on."

Withtheexplosionofportabledevicesandplanningfora1:1orBYOD(BringYourOwnDevice)environment,teachershavetheabilitytopersonalizethelearningexperienceforstudents.(Thedistrictcurrentlyhasover4,000Chromebooksforstudentuse;allSUHSDclassroomsareequippedwithwirelessaccesspoints.)

BasedontheresultsoftheJanuary2016BrightBytesTechnologyandLearningsurvey:

• Technologyisbeingusedtocreatemorepowerfullearningexperiencesforstudentacademicachievement

• Curriculargoalsareinalignmentwithtechnologyintegrationgoals

• Theacademicneedsofsignificantsubgroupswillbemetthroughtheuseoftechnologyanddifferentiatedinstruction.

• CurriculumandtechnologygoalsareinalignmentwithLCAP

• TechnologyusedoesdemonstratecollegeandcareerreadinessaswellaspreparationfortheCASSPP.

Pleaserefertothefollowingreportscompiledfromthesurvey(locatedattheendofthisplan.)

• 21stCenturyLearning

• Curriculum

• ProfessionalDevelopment

• InfrastructureatSchool

• InfrastructureatHome

• Supervisory

• TechnologySupport

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2d.Studentacquisitiontechnologyskillsandinformationliteracyskillsneededforcollegeandcareerreadiness Teachersreceivedtrainingintechnologyuseandcurriculumdevelopmentusingtechnology;thishelpsassiststudentsinmeetingtechnologyliteracyandinformationliteracyskills..Thedistricthasstresseduseoftechnologywithimplementationofcommoncore.

TheTechnologydepartmenthasalsoimplementedaDigitalEducatorcoursebasedontheLeadingEdgeCertificationconsortiumframeworks.ParticipantsareexposedtoWeb2.0toolsandskillsandprovidedbestpracticesandsuggestionsforimplementation.Digitalcitizenship,fairuse,andcopyrightispartofthiscurriculum.TeachersarealsoexposedtotheISTEstandardsforteachersandstudentswhilecreatinglessonplansthatmeetthesestandards.

AllstudentsareexposedtotechnologyliteracyandbestpracticesasadigitalcitizenduringtheirLifeSkillscoursein9thgrade.Atonesite,theLibraryMediaTeachergiveslessonsinlibraryoverviewofonlinesources,evaluatingawebpage,effectivesearchingusingGoogle,andMLAformatforaresearchpaper.

AllstudentshaveaccountswithNaviance,acomprehensiveK-12collegeandcareerreadinesssolutionthathelpsdistrictsandschoolsalignstudentstrengthsandintereststopostsecondarygoals,improvingstudentoutcomesandconnectinglearningtolife.

2e.AssuranceofInternetSafetyandEthicalUseofTechnology TheStudentAcceptableUsePolicyhasbeenvettedthroughtheTechnologyIntegrationCouncil,Superintendent'scabinetandcountycounsel.

Presentationshavebeengiventoparentgroupsandotherstakeholdersregardingdigitalcitizenshipandcybersafety.TeachersareusingtheEverFicurriculumandresourcesfromCommonSensemediatoaddressinternetsafetyissuesandappropriateuseoftechnologybothinandoutoftheclassroomenvironment.

Teachersareprovidedinformationregularlythrougha"TuesdayTechTip"fromourInstructionalTechnologySpecialistthatoutlinessafepractices,copyright,andfairuse.Mostlibrariansareworkingwithstudentstoensuredigitalliteracyandinternetsafety.

Weareimplementing"flipped"lessonsthatwillprovidestaffwithongoinginformationregardingcopyrightandfairuse,aswellasdigitalcitizenship.

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3.PROFESSIONALDEVELOPMENTCOMPONENTCRITERIA

3a.Teachers’andadministrators'currenttechnologyproficiency SeveralyearsagoSUHSDusedtheCTAPTechnologyProficiencyAssessmenttoassesstechnologyskillsandproficiencyforteachersandadministrators.SinceCTAPhasdissolved,SUHSDhasnothadatooltousetomeasuretechnologyspecifically.However,theSUHSDProfessionalDevelopmentdepartmentdoesadministerannualsurveysanditisourintenttoincorporatetechnologyuse,proficiencyandneedsthroughthisassessmentinordertocreateandachievetangiblegoals.

SUHSDdidengageintheBrightBytesTechnologyandLearningsurveyinJanuary2016.Theresultsofthissurveycanbefoundattheendofthisreport.

AdministratorsareprovidedprofessionaldevelopmentannuallyduringCAMP(ConferenceforAdministrativeManagementPlanning).

3b.ProfessionalDevelopmentOpportunities Professionaldevelopmentopportunitiesininstructionaltechnologyusearewidespreadthroughouteachacademicyear.Asof2014-2015,allinstructionaltechnologyprofessionaldevelopmentopportunitiesaretiedtodistrictinitiatives,primarilytheimplementationoftheCommonCoreStateStandardsandtheseamlessinfusionoftechnologywithinexistingandnewlycreatedlessons.

OurfocusasoflateistohelpteachersunderstandtheSAMRModel(thestagesoftechnologyimplementation-->Substitution,Augmentation,Modification,Redefinition).WithaclearunderstandingofSAMR,itisourhopethatteacherswilllearnwaystopersonalizeinstructionforallstudentsandprovidestudentswithautonomyandchoicewhendemonstratingtheirlearning.Project-BasedLearning(PBL)alsotiesintoCCSS,SAMR,andanonline/blendedteachingenvironment.

4.INFRASTRUCTURE,HARDWARE,TECHNICALSUPPORT,SOFTWARE,ANDASSETMANAGEMENTCOMPONENTCRITERIA

4a.ExistingresourcesusedtosupporttheCurriculumandProfessionalDevelopmentComponentsoftheplan. TheSequoiaUnionHighSchoolDistrictbenefitsfromanoutstandinginfrastructure.ThedistrictreceivesitsinternetconnectionviaCenic(fromtheSanMateoCountyOfficeofEducation)andComcast.Whilethedistrictcanaccommodatea10gbconnection,itis

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currentlyrunningat1gbaswewaitforthecountyofficetoupgrade.Thecurrentspeeddoesaccommodatewhatthedistrictcurrentlyneeds,butthereisawarenessofgrowingneedsasthedistrict'spopulationgrowsandtechnicalrequirementschange.

Thedistricthasinstalledawirelessaccesspointineveryclassroomthroughoutthedistrictaswellaswirelessaccessinhightrafficareasoncampuses,suchasadministrationareas,libraries,andstudentunion/studentactivitiesareasandgymnasiums.StaffandstudentscanlogontothenetworkusingActiveDirectorycredentialsprovidedforthem;withtheuseofSingleSignOn,studentsandstaffhavethesamepasswordformanyoftheservicesSUHSDoffers.Parentsandvisitorscanaccesstheguestwifinetwork.

Thedistrictmakesmanyresourcesavailabletofacilitatehome/schoolcommunications;allstaffandstudentshaveemailaccountsprovidedbythedistrictviagmail.BecauseSUHSDisaGoogleAppsforEducationDistrict,manyteachershaveimplementedtheuseofGoogleClassroom-anonlinetoolprovidedbyGooglewhereteacherscanassignwork,messageboardsandforums.StudentscanengageonlineandalsosubmittheirassignmentsthroughGoogleClassroom.

Additionally,teachers,students,andparentsallhaveSchoolLoopaccounts.SchoolLoopisacommunicationsmanagementsystemthatallowsteacherstopostassignments,grades,andattendance;parentsandstudentscanviewtheir[students']information.StudentscanalsosubmitworkonlinethroughSchoolLoop.Alldistrictteachershavevoicemailaccounts;districtvoiceservicesrunthroughVOIP(VoiceOverInternetProtocol.)ThesystemgetsitspowerthroughPOE(PowerOverEthernet)switchesthathaveUninterruptablePowerSupplybackupsatalltimes.SUHSDhasatotalofeightT1/PRIlinesforallsites,providevoicemailtoallemployees,andtelephonesinallofficesandclassrooms,allcapableofcallinganywhereinthecountry.PhonesareacombinationofbothanalogandVOIP.

Ofthe553studentresponsestotheJanuary2016BrightBytessurvey,97%indicatedtheyhaveinternetaccessathome;93%haveaccesstoadeviceand57%ofthesestudentssharethatdevice.SurveyresultsindicatedthatparentspreferemailcommunicationoverSchoolLoopandvoiceservices.

Whenadoptingnewelectronicresources,thedistrictfirstidentifiesitsneedsbasedontheLEAgoals.Criticalacademicneedsareaddressedalongwiththesharingofeffectivetoolsandbestpractices.ThemainelectroniclearningresourcesusedareGoogleAppsforEducation,MicrosoftOffice,Gale/Cengageresources,System44,Read180,Math180,CyberHighandAPEXlearning.Mostoftheseservicesutilizesingle-sign-onthroughMicrosoftActiveDirectory.SUHSD'sstudentinformationsystem,InfiniteCampus,alongwithSchoolCityareutilizedforassessment,progresstracking,andreporting.Alloftheelectroniclearningresourcesareutilitzedinvaryinglevelstoimplementcurriculargoalsandactivities.DistrictSubjectAreaCouncilteams,siteteams,andtheTechnologyIntegrationCouncilareinstrumentalinidentifyingandadoptingresources.

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Electroniclearningresourcesarelocatedthroughoutcampuses-classrooms,libraries,dedicatedlabsandothercommonareas.Giventhatwirelessaccessisavailable,studentsandstaffcanaccessresourcesfromvirtuallyanywhereonallofSUHSD'scampuses.

Technologyinventoryistrackedviathe"FixedAssets"moduleinourSanMateoCountyOfficeofEducation'sCECCdatabase.Assetsaresecuredinclassrooms;portableassets,suchasChromebooks,aresecuredinlockingmobilecarts.SUHSDiscurrentlyup-to-datewithalllicensingneeds,andhasprovisions,bothfinancialandlabor,forprojectedfutureneeds.TheDirectorofTechnologyhasallneededpermissionstomanageanddelegateasneeded.

Eachsiteisallocated$35,000annuallyforrepairandreplacementofequipment;eachsitealsobenefitsfromasite"refresh"budgetprovidedthroughMeasureA.Thecomprehensiveschoolsitesarereceiving$100,000annuallyforrefresh,whereasthesmallersitesreceiveupto$25,000each.ThedistrictutilizesmainlyCategory1E-Ratefundingfortele/datacommunicationsservicesatadiscountofabout50%.ThedistrictwillbeapplyingforCategory2fundsforournetworkequipmentrefreshinthecomingyears.Thedistricthasanongoingtechnologybudgetdividedbetweentechnicalneeds,informationservicesneeds,andequipment/software.

Mosttechnicalsupportinprovidedin-house,andresponseisgenerallyafewhoursafterarequestisplacedonourhelp-desk.Contractedtechnicalsupportisutilizedforsomeofthemission-criticalsystems,andresponseisgenerallyimmediateuponrequest.Technicalstaffprofessionaldevelopmentisgenerallyneeds-based,andgiventoindividualsthatneedtrainingintheirspecificareasofinterestand/orexpertise.Sometrainingisprovidedin-housebytheindividualsthathavereceivedformaltraining-basicallyutilizingtrain-the-trainerconcepts.Technicalprofessionaldevelopmentcanbeclassroomand/oron-line.

4b.InfrastructureandElectronicResourcesthatensuregoalsarereached MigratingfromlegacyservicestoGoogleAppsforEducationhashelpedSUHSDleveltheplayingfieldforallusers.Withtheemergenceofportabledevices,mostnotablyChromebooks,theoverallmanagementofdeviceshasbecomelesstediousandhasalsoprovidedeasieraccesstoservicesforallusers.Studentsandstaffcanaccesstheiraccountsfromanywhere-bothwithinthedistrictandoutsidethedistrict.Parents,too,canaccessinformation(fromSchoolLooporInfiniteCampus)fromanywherewithaninternetconnectionusingthecredentialsprovidedtothem.

SUHSDwillneedtocontinuetoincreasebandwidthandcapacityasthedistrict'spopulationgrows.Thedistrictwillalsohavetoevaluatetheamountoftechsupportitcurrentlyprovidestheschoolsites(anddistrictoffice)anddetermineappropriateincrease(s)instaffing.ThedistrictrecentlyupgradedallofitsuninterruptablepowersuppliesinallMainandIntermediateDistributionFrames(MDF/IDF);allrooms(distributionareas)areadequatelyventilatedtoensureconsistentservices.Switchgear

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andwirelessaccesspoints,morethanlikely,willneedtobeupgradedasrequirementschangeandsaiddevicesbecomemorepowerfulandstable.

ThedistrictwillalsoremainCIPA(Children'sInternetProtectionAct)compliant.ThedistrictcurrentlyusesaBarracudafirewalltomonitorandfilterallwebtraffic;inappropriatewebsitescannotbeaccessedwithinthenetwork.Thisfirewall,alongwithsophisticatedaccountprotectionwillcontinuetohelpmaintaintheintegrityofthedistrict'snetworkandconfidentialstudentandstaffinformation.

Deviceinventory,whiledocumentedinthecounty'spurchasingsystem,isalsodocumentedbysiteusingvarioustoolssuchasFileMakerPro;thetechniciansalsotrackChromebookinventorywithintheGoogleManagementConsole.Currently,thedistrictdoesnotusetrackingdevicesorsoftware.

Lookingaheadatsoftwareneeds,requestsandrecommendationswillcometotheTechnologydepartmentbywayofthesites,subjectareacouncils,andtheTechnologyIntegrationCouncil.Requirementswillbereviewedcarefullyandathoroughplanforimplementationwillbedevisedandcarriedouttoensuresuccessandsupportforallusers.Thedistrictanditsstaffrealizethatmanyemergingtechnologiesareonthehorizon;throughawareness,professionaldevelopmentevents(bothin-houseandoff-site),andcommunication,thedistrictwillstayonthecuttingedgeandimplementthesetechnologiesaccordingly.Mobilecomputingopportunitieswillhelpprovideinplaceandon-timeprofessionaldevelopmentforallstaffwhoengage.

5.MONITORINGANDEVALUATIONCOMPONENTCRITERIA

5a.EvaluatingtheTechnologyplan'soverallprogressandimpactonteachingandlearning. Throughobservation,evaluation,andsurveys,SUHSDwillevaluatewhethertheimplementationofthisTechnologyMasterPlanhasmadeapositiveimpactonstudentachievement.Qualitativedata,suchasteacherobservationandfeedbackandstudentinput/outputwillhelpdeterminewherethedistrictisintermsofachievementandgrowth.Quantitativedata,suchasresultsfromtheSBACInterimAssessments,11thgradeSBACadministration,APtestresults,andCELDTresultswillhelpguidethedistrict'ssuccessesandchallenges;bystudyingtheseresultsandtheuseofinstructionaltechnology,leadershipteamswillhaveasnapshotoftheimpactofinstructionaltechnologyinthecurriculum.

ItiscriticalthatSUHSDuseasimilarsurveytoolannuallytocollectdataovertime;thiswillprovidecomparabledatatostudyandevaluateasdecisionsaremadeanddirectionsaredecidedupon.

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Otherdatathatwouldbehelpfultocollectincludesstudentaccesstotechnologyawayfromcampus,studentsperceptionoftechnologyuse,andteacherfeedback/perception,includingprofessionaldevelopmentthatembracesinstructionaltechnologyinthecorecurriculum.

Datawillbecollectedfromavarietyofpeople,butmostnotablytheEducationalServicesstaff(DirectorofCurriculum&PD,DirectorofResearchandEvaluation,DirectorofInstructionalTechnology,andDirectorofEL/Categoricals.)

5b.EvaluationSchedule/InformingAllStakeholders SequoiaUnionHighSchoolDistrict'sTechnologyMasterPlanwillbemonitoredbytheDirectorofInstructionalTechnologyandtheEducationalServicesstaff.Datawillbecollectedandsummarizedannually;thetargetistohavetwodatacollectionsannually.TheEducationalServicesDivisionwillreportresultstotheSuperintendentshortlyaftereachdatacollectionandtotheBoardofTrusteesasrequested.

Teachers,students,andparentswillalsobepartofthisprocessanddataresultswillbepostedonthedistrictandschoolwebsites.

StrategiesthathavehadapositiveeffectonteachingandlearningwillbesharedandhighlightedduringTechnologyIntegrationCouncilmeetings;theDirectorofInstructionalTechnologywillpresentthesesuccessestoPrincipalsCouncil,andinturn,Principalscansharewiththeirrespectivestaffsatstaffanddepartmentchairmeetings.

Thedistrictwillalsomakeuseofitssocialmediafeeds(Facebook,Twitter,andInstagram)todocumentandpublicizesuccessstorieswithandwithouttheuseofinstructionaltechnology.

AsofFeb18,2016

21STCENTURYLEARNING

SequoiaUnionHigh

21STCENTURYLEARNINGREPORTSEQUOIAUNIONHIGH

CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

Aresearchreportfrom

AdobeEducationnotes

that,“Intoday’sworld,a

pro cientemployeeneeds

tobecomputerliterate,

visuallyliterate,information

literate,medialiterate,and

digitallyliterate.”

21stCenturyLearningrequiresorganizationstomeetthecurrentrequirementsofourstandardizedtests

whilealsostrivingtoachievethe4Cs:communication,collaboration,creativity,andcriticalthinking.The

skillsneededforsuccessincollegeandcareerarebecomingincreasinglycomplex,andschoolsmust

risetomeetnewdemands.

Newacademicstandardsandaccountabilitymeasuresacrossthenationhavebroadenedtheclassroom

experiencesrequiredforpro ciency.Asexpectationsrise,studentsarestrugglingtokeepup.Thistrend

isevidencedbyfallingpreliminaryassessmentscoresacrossthenation.Traditionalinstructionmaybe

toblame.Intheirrecentinvestigationof21stCenturyLearning,NationalAcademiesPressfoundthat

rotelearningdoesnotsupporttheeducationaltransfernecessarytotacklethecomplexproblems

demandedbyintensi edacademicstandards.Studentsmustbeexposedtounfamiliarproblemsand

encouragedtodesignmeaningfulsolutions.Technologyisatoolforsuchproblemsolving.Anational

WaldenUniversitystudyreportsthatteacherswhousetechnologyfrequentlyplacethehighest

emphasisonproblemsolving.

Inadditiontomeetingtraditionalacademicstandards,studentsmustalsobepreparedtotacklethe

demandsofamodernworldandmodernworkforce.AresearchreportfromAdobeEducationnotesthat,

“Intoday’sworld,apro cientemployeeneedstobecomputerliterate,visuallyliterate,information

literate,medialiterate,anddigitallyliterate.”AccordingtoareportfromthePartnershipfor21stCentury

Skills:“Manyofthefastest-growingjobsandemergingindustriesrelyonworkers’creativecapacity-the

abilitytothinkunconventionally,questiontheherd,imaginenewscenarios,andproduceastonishing

work.”Technologyassistswiththistypeofcapability.Pewreportsthat76%ofAdvancedPlacementand

NationalWritingProjectteachersbelievethatdigitaltoolssuchastheInternet,socialmedia,andcell

phones“encouragestudentcreativityandpersonalexpression.”Inaddition,theNationalWritingProject

reportsthatthecreationandconsumptionofmultimediaincreasesthelikelihoodofdeeperlearningand

longerskillretention.

Technologyisakeydrivertowardsinstructionthatimpactsstudentlearningoutcomes,bothon

standardizedassessmentsandfor21stCenturyLearningskills.Studentsmusthaveregularopportunities

toengageinthe4Cs.Inaddition,theymusthaveaccesstotheinstantfeedbackenabledbydigital

assessmentandcustomizedassistivetechnology.Beingawareoftheclassroomsettingandthetypical

learningexperiencesaffordedtostudentsinyourorganizationisthe rststeptowardsthecultivationof

21stCenturyLearning.

51%ofstudentsareaskedtocollaborateonlinewithclassmatesatleastmonthly

15%ofstudentsareaskedtowriteonlineatleastmonthly

39%ofstudentsareaskedtoidentifyandsolveauthenticproblemsusingtechnologyatleastmonthly

29%ofteachersasktheirstudentstocompleteonlineassessmentsatleastmonthly

77%ofteachersspendlessthan3hoursperyearteachingdigitalcitizenship

59%ofyourteacherswhouseassistivetechnologyuseitwithstudentsatleastmonthly

AsofFeb18,2016 2of4


CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

TEACHERUSEOFTHE4CSEMERGING

STUDENTUSEOFTHE4CSPROFICIENT

TEACHERDIGITALCITIZENSHIPPROFICIENT

STUDENTDIGITALCITIZENSHIPEMERGING

CASE™ScoreLegendBeginning800-899

Emerging900-999

Pro cient1000-1099

Advanced1100-1199

Exemplary1200-1300

ContributingFactors

Thefactorsthatmostcontributetothesuccessofyourorganizationinclude…

Feb Feb

Feb Feb

Feb Feb

Feb Feb

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CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

ASSESSMENTEMERGING

ASSISTIVETECHNOLOGYPROFICIENT


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CLASSROOM

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SCHOOLSCORECARD

Schools DateRangeStudentUseofthe4Cs

TeacherUseofthe4Cs

AssessmentAssistive

Technology

StudentDigital

Citizenship

TeacherDigital

Citizenship

CarlmontHighSchool Nov3,2015-Present

EastPaloAltoAcademy Nov3,2015-Present

MenloAthertonHighSchool Nov3,2015-Present

RedwoodHighSchool Nov3,2015-Present

SequoiaHighSchool Nov3,2015-Present

WoodsideHighSchool Nov3,2015-Present

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AsofFeb9,2016

CURRICULUM

SequoiaUnionHigh

CURRICULUMREPORTSEQUOIAUNIONHIGH

CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

Althoughtoday’sstudents

aredigitalnativeswith

manyskillsinsocial

networking,themajorityof

themarenotsociallearners

withtheabilitytoapply

complextechnologyskills

toeverydaychallenges.

Classroomsthatpreparestudentsforcollegeandcareerseamlesslyintegratetechnologyintodaily

instructioninawaythatintentionallyscaffoldsstudents’technologyskills.Althoughtoday’sstudentsare

digitalnativeswithmanyskillsinsocialnetworking,themajorityofthemarenotsociallearnerswiththe

abilitytoapplycomplextechnologyskillstoeverydaychallenges.

Furthermore,students’everydayexperiencesareseamlesslyinterwovenwithdigitaldevicesandinstant

communication.Inordertomeetstudents“wheretheyare,”technologyinstructionmustbeinfusedin

everysubjectarea.Teachersareawareofthistrend.AccordingtoanationalPewsurvey,95%of

studentsregularlyusetheInternet.

Giventhis,amoderncurriculummustpurposefullyincludeincrementaltechnology-infusedskill

acquisition.However,thedesignofeveryeffectivecurriculumbeginsbyconsideringtheuniqueneedsof

thelearners.Althoughstudentsarecomfortabletweetingandsur ngtheweb,theystillneedsupportto

usetechnologyforproductivitytaskssuchascreatingspreadsheetsandsendingprofessionalemail.

Beingawareofstudents’skillpro leswithtechnologycangreatlyinformthedevelopmentofacohesive,

integratedcurriculumthatallowsstudentstobuildthetechnologyskillssetsnecessaryforcollegeand

career.

Basiccomputingskills-sendingemailandcreatingspreadsheets

58%ndthesetaskseasytoperform

EssentialskillsforcontributingtoandcollaboratingontheInternet

75%readilyutilizetheseskills

Abilitytorecordandeditvideo


Howstudentsfeelaboutusingtechnologyinlearninganddailylife

58%agreeitenhancesboth

553studentssurveyed

Responsiblebehaviorwhenusingtechnology-legaluseofcontent,establishingapresenceonline,onlinesafety,andcyberbullyingprevention

8%aretaughttheseatleastmonthly

CONFIDENCEWITHTECHNOLOGY

75%

cansolvetheirowntechproblems.

86%

learnnewtechnologieseasily.

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CLASSROOM

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SKILLS

ENVIRONMENT

STUDENTFOUNDATIONALSKILLS

ADVANCED

STUDENTONLINESKILLSADVANCED

STUDENTMULTIMEDIASKILLSADVANCED

STUDENTBELIEFSADVANCED


Emerging900-999

Pro cient1000-1099

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Exemplary1200-1300

ContributingFactors


Feb Feb

Feb Feb

Feb Feb

Feb Feb

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STUDENTFOUNDATIONALSKILLS

STUDENTUSEOF4CS

Beginning

Exemplary

Exemplary

STUDENTONLINESKILLSSTUDENTUSEOF4CS

Beginning

Exemplary

Exemplary

STUDENTMULTIMEDIASKILLS

STUDENTUSEOF4CS

Beginning

Exemplary

Exemplary

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Schools DateRangeFoundational

SkillsOnlineSkills

MultimediaSkills

Beliefs







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AsofFeb9,2016

PROFESSIONALDEVELOPMENT

SequoiaUnionHigh

PROFESSIONALDEVELOPMENTREPORTSEQUOIAUNIONHIGH

CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

Progressreportsthat14

hoursofhighquality

professionaldevelopment

onasingletopicisneeded

beforetheclassroomis

impactedtoastatistically

signi cantdegree.

Effectiveprofessionaldevelopmentforteacherscanhaveanenormousimpactonteachingandlearning

inanorganization.However,professionaldevelopmentexperiencesforteachersmustbesustainedand

ofhighqualityforimprovedlearningoutcomestoberealized.Speci cally,theCenterforAmerican

Progressreportsthat14hoursofhighqualityprofessionaldevelopmentonasingletopicisneeded

beforetheclassroomisimpactedtoastatisticallysigni cantdegree.However,CASEdatacollected

fromhundredsofschoolsindicatesthat78%ofteachersreportlessthan17hoursofschool-sponsored

professionaldevelopmentaroundtechnologyinthelast12months.

ResearchfromtheInternationalSocietyofTechnologyEducation(ISTE)alsorevealsthathighquality

professionaldevelopmentisjob-embedded,personalized,anddesignedtopromoteskilltransfer.

Professionallearningexperiencesmustrespondtoteachers’interests,needs,andclassroomsettings.

Inmanycases,thesetypesoflearningexperiencescanextendbeyondthetraditionalschoolin-service

settingtoincludewebinars,Twitterchats,andothervirtualexperiences.

Thistypeofdynamicinstructionhelpsbothteachersandstudentsalike.AWaldenUniversitystudy

reportsthatteacherswhousetechnologyfrequentlyplacethehighestemphasisonusingtechnologyto

promoteproblem-solving,criticalthinking,andcommunication.

Beingawareofteachers’skillpro lesandinterestswithtechnologycangreatlyinformthedevelopment

ofacohesive,integratedprofessionaldevelopmentplanthatwillenhancestudentlearningoutcomes.

Basiccomputingskills-sendingemailandcreatingspreadsheets


EssentialskillsforcontributingtoandcollaboratingontheInternet

43%readilyutilizetheseskills

Abilitytomanipulatephotosandrecordandeditaudioorvideo


Howteachersfeelaboutusingtechnologyforlearningandintheirdailylife

74%agreeitenhancesboth

Responsiblebehaviorwhenusingtechnology-legaluseofcontent,establishingapresenceonline,onlinesafety,andcyberbullyingprevention

19%arehighlyknowledgeable

495teacherssurveyed

17% ofteachershaveexpressedinterestinPDinthisarea



73%

cansolvetheirowntechproblems

71%

easilylearnnewtechnologies

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CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

TEACHERFOUNDATIONALSKILLS

EXEMPLARY

TEACHERONLINESKILLSPROFICIENT

TEACHERMULTIMEDIASKILLSADVANCED

TEACHERBELIEFSADVANCED


Emerging900-999

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ContributingFactors


Feb Feb

Feb Feb

Feb Feb

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Scatterplots

TEACHERFOUNDATIONALSKILLS

TEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

TEACHERONLINESKILLSTEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

TEACHERMULTIMEDIASKILLS

TEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

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CLASSROOM

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ENVIRONMENT


Emerging900-999

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SCHOOLSCORECARD

Schools DateRangeFoundational

SkillsOnlineSkills

MultimediaSkills

Beliefs







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AsofFeb9,2016

INFRASTRUCTURE

ATSCHOOL

SequoiaUnionHigh

INFRASTRUCTUREATSCHOOLREPORTSEQUOIAUNIONHIGH

CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

Teacherswhohavedif culty

gettingaccesstohigh

qualitycomputersfor

studentswhenneededare

muchlesslikelytoplanand

implementclassroom

activitiesthatincludedigital

communication,digital

collaboration,digital

creativity,andcritical

thinking.

Teachers’andstudents’accesstotechnologyatschoolisaprerequisitefor21stCenturyLearning.

AccordingtoNCES,theratioofstudentstocomputersintheclassroomeverydayis5.3to1.However,

thisisoftennotsuf cientfortransformativeinstructiontooccur.

Only49%ofallClarityteachersinthenationreportthatitisalwayseasytogetaccesstocomputers

whenneededforclass.Furtheronly12%ofClarityteachersacrossthenationratethequalityof

computersandinternetaccessattheirschoolasexcellent.Teacherswhohavedif cultygettingaccess

tohighqualitycomputersforstudentswhenneededaremuchlesslikelytoplanandimplement

classroomactivitiesthatincludedigitalcommunication,digitalcollaboration,digitalcreativity,and

criticalthinking.

Schoolsanddistrictsshouldensurethatallstudentsatallschoolshavesuf cientaccesstotechnology

throughouttheschoolday.Studentsaredigitalnativeswhooftenhavebetteraccesstotechnology

outsideofschoolascomparedtoinside.Thisresultsinadigitaldividebetweenschoolandrealityfor

manyoftoday’syouth.Increasingaccesscanbridgethisgap.

73%

ofteacherscangetdevicesfortheirstudentswhenneededmorethanhalfthetime

53%

ofteachersreporthighqualityinternetspeed

78%

ofteachershaveaccesstoacomputerfortheirownuseallthetimeatschool

65%

ofteachersreportatypicalstudenttocomputerratioof2:1or1:1

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CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

STUDENTTECHNOLOGYACCESSATSCHOOL

ADVANCED

TEACHERTECHNOLOGYACCESSATSCHOOL

ADVANCED


Emerging900-999

Pro cient1000-1099

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ContributingFactors


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STUDENTACCESSATSCHOOL

STUDENTUSEOF4CS

Beginning

Exemplary

Exemplary

TEACHERACCESSATSCHOOLTEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

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SCHOOLSCORECARD

Schools DateRangeStudentAccessatSchool

TeacherAccessatSchool







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INFRASTRUCTURE

ATHOME

SequoiaUnionHigh

INFRASTRUCTUREATHOMEREPORTSEQUOIAUNIONHIGH

CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

ArecentPewreportstates

that92%ofteachers

believethataccessto

technologyandtheInternet

hashadamajorimpacton

instruction.

Teachers’andstudents’accesstotechnologybothathomeandatschooldeeplyaffectsthelearning

environment.Speci cally,arecentPewreportstatesthat92%ofteachersbelievethataccessto

technologyandtheInternethashadamajorimpactoninstruction.

Studentswhoareabletoaccesstechnologyathomecanengageinanytime,anywherelearning.

However,gapsintechnologyaccessoftenexist.Whilealmostallteenshaveaccesstoadigitaldevice

athome,thenumberofpeoplewithwhomthedeviceissharedisimportant.Devicessharedbetween

multiplepeoplemaynotalwaysbeavailableforlearning.AccordingtoPew,although93%ofteenshave

acomputerorhaveaccesstooneathome,71%sharethataccesswithotherfamilymembers.

Teacherswhoareabletoaccesstechnologyathomecanbetterplantransformativeinstruction.

Teacherswhohaveaccesstocomputersathomearemorelikelytousetechnologyfrequentlyandthus

havebettertechnologyskills.Theseskillsareaprerequisitetotheuseofdigitalcreativity,digital

collaboration,digitalcommunication,andcriticalthinkingintheclassroom.Accordingtothe2011US

Census,closeto80%ofAmericanshaveaccesstoahomecomputer,and98%ofallAmericanhomes

arecapableofreceivinghighspeedInternet.

Schoolsanddistrictsshouldcreateandsupportpoliciesthatincreaseaccesstotechnologyathomefor

teachersandstudents.Anytime,anwhereaccesstotechnologyfostersanytime,anywhereaccessto

connectedlearning.

99%ofteachershaveaccesstotheInternetathome

97%ofstudentshaveaccesstotheInternetathome

96%ofteachershaveaccesstoadeviceathome

93%ofstudentshaveaccesstoadeviceathome

39%sharethat

device

57%sharethat

device

AsofFeb9,2016 2of5


CLASSROOM

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SKILLS

ENVIRONMENT

STUDENTTECHNOLOGYACCESSATHOMEEXEMPLARY

TEACHERTECHNOLOGYACCESSATHOMEEXEMPLARY


Emerging900-999

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ContributingFactors


Feb Feb

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STUDENTACCESSATHOME

STUDENTUSEOF4CS

Beginning

Exemplary

Exemplary

TEACHERACCESSATHOMETEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

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TeacherAccessatHome







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AsofFeb18,2016

TECHNOLOGYSUPPORT

SequoiaUnionHigh

TECHNOLOGYSUPPORTREPORTSEQUOIAUNIONHIGH

CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

Seventysevenpercentof

teachersatschoolsthatuse

Clarityagreethat

technologyusecan

enhancestudentlearning

andthatlearningismore

engagingwiththeuseof

technology.

Highquality,speedy,educativetechnologysupportisthecatalystforteacherstryingnewinstructional

techniquesthatemploytechnology.Theseenvironmentalfactorscanovercomethelackofcon dence

thatteachershavewithtechnology,asexpressedina2012LEADCommissionNationalsurvey,inwhich

82percentofteachersfeeltheyhavenotreceivedthenecessarytrainingtousetechnologytoitsfullest

potentialintheclassroom.

However,adequatetechnologysupportcanassuageteachers’trepidations.Teacherswhoperceivethat

thequalityoftechnologysupportishigharemorelikelytotrynewlessonsorlearningactivitieswith

technology.Thisisbecausetheyfeelcon dentthatsomeonewillbeabletohelpthemifaproblemor

disruptionoccurs.SeventysevenpercentofteachersatschoolsthatuseClarityagreethattechnology

usecanenhancestudentlearningandthatlearningismoreengagingwiththeuseoftechnology.

Furthermore,organizationscanmultiplyteachers’accesstotechnologysupportthroughtheuseof

studenttechnologysupportteams.AnarticleinEducationalLeadershipnotesthatinvolvingstudentsin

teachingtechnologytotheirteachersengages“students’innateinterestintechnology[and]enables

teacherstocontextualizetechnology.”

Highquality,speedytechnologysupportisaperquisiteenvironmentalfactorneededtocultivate

classroomsthatsupport21stCenturyLearning.

53%ofteachersperceivethequalityofinternetspeedatschooltobeexcellentoraboveaverage

8%ofstudentsarepartofastudenttechnologysupportteam

57%ofteachersratethequalityoftechsupportforproblemsdisruptinginstructionasexcellentoraboveaverage

73%ofteachersbelievetheycan xtechnologyproblemstheyencounter

64%ofteachersratethequalityofLCDsorinteractivewhiteboardsatschoolasexcellentoraboveaverage

49%ofteachersratethequalityofdevicesatschoolasexcellentoraboveaverage

60%ofteachersreceiveinstructionaltechplanningwithinaweekoftheirrequest

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CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

SPEEDOFSUPPORTPROFICIENT

QUALITYOFSUPPORTADVANCED

QUALITYOFCOMPUTERSATSCHOOL

ADVANCED


Emerging900-999

Pro cient1000-1099

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ContributingFactors


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Feb Feb

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SPEEDOFSUPPORT

TEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

QUALITYOFSUPPORTTEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

PERCEIVEDSCHOOLCOMPUTERQUALITY

TEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

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Schools DateRangeSpeedofSupport

QualityofSupport

ComputerQuality







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AsofFeb9,2016

SUPERVISORYREPORT

SequoiaUnionHigh

SUPERVISORYREPORTSEQUOIAUNIONHIGH

CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

Marzano’sresearchon

effectiveschoolsreports

thatstrongleadershipis

oneofthetop veschool-

levelfactorsimpacting

academicoutcomesfor

students.

Effectiveleadershipandsupportivepoliciescangreatlyimpactthelearningenvironment.Marzano’s

researchoneffectiveschoolsreportsthatstrongleadershipisoneofthetop veschool-levelfactors

impactingacademicoutcomesforstudents.

Inschoolsthatsupport21stCenturyLearning,leadersregularlyengageteachersinobservations,class

visits,anddiscussionsaboutbestpracticesforteachingwithtechnology.However,manyteachersdo

notfeelthattheirschoolismaking21stCenturyLearningapriority.AccordingtoaWaldenUniversity

study,only66%ofteachersfeelthatadministratorsaresupportiveofnewtechnologyuse,yet92%of

administratorsstatethattheyaresupportiveofnewtechnologyuse.

Rewardingandacknowledgingteachers’useofnewtechnologiesisacriticalpieceofthepuzzle.Clarity

CASEdatafromthousandsofschoolsrevealsthatonly31%ofteachersfeelthattheyarerewardedfor

usingtechnologymorethanhalfofthetime.Furthermore,17%ofallClarityteachersbelievethatschool

Internet ltersthwartthelearningprocessmorethanhalfofthetime.

Creatinganenvironmentthatsupportsandacknowledgesteachersfortheireffortswithnew

technologiesisnecessaryfortransormationallearningtohappensystem-wide.

34%ofteachersfeelrecognizedforusingtechnologyintheirteachingmorethanhalfthetime

40%ofteachersreportthattechnologyispartofclassroomobservationsorvisitsmorethanhalfthetime

37%ofteachersreportthattechnologyisatopicatdepartmentorgrade-levelmeetingsmorethanhalfthetime

5%ofteachersbelievethatschoolinternet ltersgetinthewayoflearningmorethanhalfthetime

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CLASSROOM

ACCESS

SKILLS

ENVIRONMENT

34%ofteachersfeelrewardedforusingtechnologymorethanhalfthetime

40%ofteachersreportthattechnologyispartofclassroomobservationsorvisitsmorethanhalfthetime

37%ofteachersreportthattechnologyisatopicatdepartmentandgrade-levelmeettingsmorethanhalfthetime

72%ofteachersbelievethatschool ltersrarelyornevergetinthewayoflearning


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TEACHERTECHUSEREWARDED

TEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

TEACHERTECHUSEPARTOFOBSERVATIONSTEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

TEACHERTECHUSEPARTOFMEETINGS

TEACHERUSEOF4CS

Beginning

Exemplary

Exemplary

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SCHOOLSCORECARD

Schools DateRangeTechnology

UseisRewarded

TechnologyUsein

Observations

TechnologyUsein

Meetings







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Documents

Sequoia Union High School District · 2018-08-30 · 2 1. plan background criteria 2 1a.overview of the lea 2 1b.technology master plan committee 4 1c.relevant research 5 2. curriculum